Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks

Liesbeth Baartman, Theo Bastiaens, Paul A. Kirschner, Cees Van der Vleuten

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    Because learning and instruction are increasingly competence-based, the call for assessment methods to adequately determine competence is growing. Using just one single assessment method is not sufficient to determine competence acquisition. This article argues for Competence Assessment Programmes (CAPs), consisting of a combination of different assessment methods, including both traditional and new forms of assessment. To develop and evaluate CAPs, criteria to determine their quality are needed. Just as CAPs are combinations of traditional and new forms of assessment, criteria used to evaluate CAP quality should be derived from both psychometrics and edumetrics. A framework of 10 quality criteria for CAPs is presented, which is then compared to Messick's framework of construct validity. Results show that the 10-criterion framework partly overlaps with Messick's, but adds some important new criteria, which get a more prominent place in quality control issues in competence-based education.
    Original languageEnglish
    Pages (from-to)114-129
    Number of pages16
    JournalEducational Research Review
    Issue number2
    Publication statusPublished - 2007


    • competence-based education
    • evaluation criteria
    • quality control
    • assessment programmes


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